CoChat
Sign Up
Cited by 2,812Mathematics Education and Teaching TechniquesSchool Choice and PerformanceTeacher Education and Assessments

The DOI matches its Crossref record; 64 of the 66 references it cites were found in a registry or an index.

Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement

Hill, Heather C., Rowan, Brian, Ball, Deborah Loewenberg·2005·American Educational Research Journal
DOI 10.3102/00028312042002371
Open this paper in CoChat — free account

Abstract

This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders’ mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers’ mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates. This result, while consonant with findings from the educational production function literature, was obtained via a measure focusing on the specialized mathematical knowledge and skills used in teaching mathematics. This finding provides support for policy initiatives designed to improve students’ mathematics achievement by improving teachers’ mathematical knowledge.

Overview

Integrity signals

Registry

Crossref · 10.3102/00028312042002371

Cites

64 of 64 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 66 references

Research works printed but not linked: 13

  1. Ball DL, 1988, Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education
  2. Ball DL, 2000, Multiple perspectives on the teaching and learning of mathematics, 83
  3. Ball DL, 2003, Research compendium for the principles and standards for school mathematics, 27
  4. Ball DL, 1999, New tools for research on instruction: A Web-based teacher log
  5. Begle EG, 1972, Teacher knowledge and student achievement in algebra
  6. Benson G, 2002, Study of Instructional Improvement school sample design
  7. Ferguson RF, 1991, Harvard Journal on Legislation, 28, 458
  8. Hill HC, 2005, Assessing “content knowledge for teaching”: Data from teachers, non-teachers, and mathematicians
  9. Hill HC, 2005, Teachers' mathematics knowledge for teaching and school context: A study of California teachers
  10. Phelps G, 2004, Content knowledge for teaching reading: Technical report on reading measures used on the Study of Instructional Improvement teacher questionnaire
  11. 10.1177/016146810210400804 · DOI
  12. 10.2307/1175860 · DOI · Paper page
  13. Summers AA, 1977, American Economic Review, 67, 639

Cited by

Sorted by citations

Items 601–700 of 1,002

Related

See all

Metadata

Authors
Hill, H. C., Rowan, B., & Ball, D. L.
Affiliations
University of Michigan (US)
ORCID
Venue
American Educational Research Journal
Publisher
American Educational Research Association (AERA)
Published
2005-01
Volume
42
Issue
2
Pages
371-406
ISSN
  • 0002-8312 (ISSN-L)
  • 1935-1011
DOI
10.3102/00028312042002371
OpenAlex
W2122081458
Cited by
2,812
References
66
Citations by year
2026: 65 · 2025: 72 · 2024: 86 · 2023: 94 · 2022: 139 · 2021: 140 · 2020: 182 · 2019: 165 · 2018: 160 · 2017: 171 · 2016: 223 · 2015: 208 · 2014: 170 · 2013: 196 · 2012: 191
FWCI
296.46
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • American Educational Research Journal (publishedVersion)
  • Digital Access to Scholarship at Harvard (DASH) (Harvard University) (acceptedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Teacher Education and Assessments
Keywords
mathematical knowledge for teaching, teacher knowledge, student mathematics achievement, achievement gains, early grades, first grade, third grade, education production function, teacher professional development, mathematics education policy

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review